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DTSTART:20220101T000000
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DTSTART;TZID=UTC:20230207T120000
DTEND;TZID=UTC:20230207T130000
DTSTAMP:20260418T091748
CREATED:20240902T195306Z
LAST-MODIFIED:20240902T195306Z
UID:530-1675771200-1675774800@baleapstemsig.org
SUMMARY:Three-Minute Paper: Advice vs. practice in thesis writing
DESCRIPTION:Ana will lead a discussion on Paltridge (2002)\, which can be found here: https://doi.org/10.1016/S0889-4906(00)00025-9 \n\n\n\nOverview \n\n\n\nBackground: \n\n\n\nGraduate and post-graduate writing might be said to be under-researched due to (in)accessibility and size of the theses as well as changing (disciplinary) standards. Additionally\, much attention has been paid to research articles (RAs): prominent genre\, “master narrative” (Montgomery\, 1996 as cited in Swales\, 2004). \n\n\n\nHowever\, in L1 educational contexts (“inner circle”)\, there are usually many students with different language backgrounds who are required to write their theses in English. \n\n\n\nDesign: \n\n\n\nAim: To compare actual theses (macro-rhetorical structure) and guides on thesis writing and research for thesis. \n\n\n\nCorpus: \n\n\n\n30 theses/dissertations in a number of disciplines written at a major Australian research University; and guides covering a certain time span and from several EL1 contexts. \n\n\n\nResults: \n\n\n\n1) the guides examined differ with respect to treatment of thesis/dissertation structuring; \n\n\n\nIn guides\, generally suggested patterns of macro-structure are: \n\n\n\nINTRODUCTION→PROBLEM/BACKGROUND/LITERATURE REVIEW→DESIGN AND RESULTS/METHODOLOGY AND RESULTS→DISCUSSION/CONCLUSIONS→CONCLUSIONS AND IMPLICATIONS; \n\n\n\nAs for micro-structure\, even less space is dedicated to constructing individual chapters. \n\n\n\n2) In actual practice\, several categories of macro-structure of the theses were found: \n\n\n\nTRADITIONAL (IMRAD)→SIMPLE (IMRAD\, REPORTING ON A SINGLE STUDY) AND COMPLEX (IMRAD\, REPORTING ON MORE THAN ONE STUDY); \n\n\n\nTOPIC-BASED (INTRODUCTION\, TOPIC-BASED INDIVIDUAL CHAPTERS\, CONCLUSION) \n\n\n\nCOMPILATION (OF RESEARCH ARTICLES) \n\n\n\nQuestions \n\n\n\nWith this divergence in mind\, how do we (you) prepare your students for writing theses? \n\n\n\nWhat can EAP courses do for them\, how can we contribute (ethnographic perspectives\, amalgamating research and practice) \n\n\n\nShould we and could we be perhaps included in needs analysis for these target groups of students? \n\n\n\nDo your institutions conduct such analyses and if they do\, are you allowed to be involved? What is your role? Do you feel the need to be included in the process? \n\n\n\nReferences \n\n\n\nPaltridge\, B. 2002. Thesis and dissertation writing: an examination of published advice and actual practice. English for Specific Purposes\, 21(2)\, pp.125-143. https://doi.org/10.1016/S0889-4906(00)00025-9
URL:https://baleapstemsig.org/event/three-minute-paper-advice-vs-practice-in-thesis-writing/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20230117T110000
DTEND;TZID=UTC:20230117T120000
DTSTAMP:20260418T091748
CREATED:20240418T071942Z
LAST-MODIFIED:20240418T071942Z
UID:306-1673953200-1673956800@baleapstemsig.org
SUMMARY:STEM students’ perceptions of reflective practice
DESCRIPTION:Presenter: Maggie Boswell\, University of Bristol\n\n \n\nReflective practice is embedded throughout UK Higher Education (UK Quality Code for Higher Education Advice and Guidance Assessment\, 2018). However\, some newly arrived STEM pathway International Foundation Programme students exhibit initial uncertainty and scepticism towards reflective practice. To establish what might cause initial doubt\, an investigation into STEM pathway students’ perceptions towards reflective practice has been undertaken.\n\nUsing data captured and transcribed during interviews with study participants\, initial findings reveal a range of attitudes\, with some expressing a desire for more engaging in-class reflective practice activities and greater specificity with regards reflective tasks that foster and reflect meaningful learning outcomes.\n\nA review of the literature exploring reflective practice\, finds a strengthening call for greater scaffolding and an opportunity to embed reflective “interludes” (Hibbert\, 2013)\, into the classroom learning environment. Additionally\, more time allowed to practice reflection in a trusted setting that offers a sense of diffused power dynamics within a group\, is advocated. Moreover\, there is additional potential to integrate reflection into the IFP intended learning outcomes. This might shift student attitudes and evoke greater motivation towards reflective practice.\n\nFollowing release of a recent blog on the same topic\, this unconference presentation introduces extracts of participant comments and refers to a sample of key literature informing the premise of the current investigation.\n\nReferences\n\nHibbert\, P. 2013. Approaching reflexivity through reflection: Issues for critical management education. Journal of Management Education\, 37(6)\, pp.803-827.\n\nQAA. 2022. UK Quality Code for Higher Education Advice and Guidance Assessment. [online] Available at: <https://qaa.ac.uk/> [Accessed 16 July 2022]
URL:https://baleapstemsig.org/event/stem-students-perceptions-of-reflective-practice/
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